Multiple Paradigms for a Generic Diagnostic Proposal

Abstract

This work concerns the use of multiple diagnosis approaches to build a generic diagnostic system. The main goal of the project is that the teacher can adapt by herself the generic system to several domains in order to detect the student’s errors during different problem solving processes. Adapting the generic system requires the teacher analyses thoroughly the domain in order to identify and represent its composing objects, procedures and problems together with their resolution mechanisms. The learning tool constructed with this purpose does not support completely the learning process, since its goal is only to monitor and diagnose the learner’s actions. So the other aspects of the teaching activity must be carried out by the teacher or an external (integrated) complementary system (i.e. a tutoring system).